Using simulation technology for healthcare education is not solely about interaction with the simulation mannequins themselves, but being put into an environment and situation that resembles what it would be like if the student were in an actual clinical setting. These types of environments are called simulation labs. Upon viewing a simulation lab, the physical set up closely resembles that of a hospital setting, yet there will be simulation mannequins instead of actual patients and a control room where the instructor will sit and monitor what happens during the simulations. According to Marcia K. Rothgeb, MSN, RN, in her article “Creating a Nursing Simulation Laboratory: A Literature Review”, the simulation lab enhances a student’s learning
The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.
While written assessments are a good measure of a student’s cognitive learning, they do not necessarily reflect student performance in clinical practice (Vyas, Ottis, Caligiuri, 2011). Also, it may be difficult to add visual and sensory elements to a written assessment. Simulations allow nursing students to repeatedly practice skills in high stress environments with low risk. Human patient simulations require nursing students to apply knowledge and think on the spot as they would need to do in real life. Human patient simulations are an important part of nursing school and are effective in teaching clinical skills. This article describes the necessary components of a simulation and additionally explains how to create a human patient simulation that incorporates clinical reasoning and
Since nursing is an ever-evolving profession, the faculty's RAM model can be integrated into the SIM lab to help transition nursing faculty to ensure safe and effective tracheostomy care to patients. Further, rubrics can be used as a tool in SIM lab to help validate progression in learning from simple to more complex care concepts (Moughrabi & Wallace, 2015). When the faculty understands the concept of theory and applies it to practice, their training can bring their newly acquired skills into clinical practice. Therefore, Roy's model would work for my DNP project because the staff transitions can be made more effective through the use of simulations so that faculty can be comfortable to respond to any given emergency situation by adapting to any
Patients that qualify or use palliative care also have a terminal diagnosis but usually have a longer life expectancy than those with hospice. The definition for hospice and palliative care is something many nursing students learn during their program. Young-Ran, Min, and Kyoung-Soon (2015) found in a study that 70% of nurses in a general hospital setting that had cared for a terminal patient had no prior education or training for palliative care. Nursing education continues to evolve in attempts to better prepare nursing students for life after their program completion. Attempts to better familiarize students with end of life care some programs are using simulation. Simulation has been found to be an effective method of teaching when related to high stress and emotional situations (Moreland, Lemieux, and Myers, 2012). It is great that there have been attempts to increase the amount of education in this specialty area especially since 76% of dying patients are receiving nursing care at time of death (Moreland, Lemieux, and Myers, 2012). Now it will be important for current nurses and educators to continue to increase the amount of information provided in nursing programs and to novice nurses about hospice and palliative specialty
For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation. Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical
The aim of this essay is to reflect and discuss my knowledge acquired in a simulated learning skill experience which forms part of my training as a student nurse in accordance with the Nurses and Midwifery Council (NMC 2010).
Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing
Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.
(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)
Simulation is one kind of reflective tool that widely use in nursing education. National League for Nursing (NLN) described that simulation was a teaching technique that encouraged students to use and apply their theoretical knowledge in clinical scenarios (2015). NLN (2015) also mentioned that “simulation engages learners with diverse perspectives to reflect and reframe the understanding of practice, bringing thinking and doing together” (p. 4). Jones (2009) showed the similar view that reflective simulation was a critical learning process via practiced-based scenario activity that enhanced students to learn and to practice skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process.
This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these
My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.
The intent of clinical simulations is to provide a safe environment for students to practice and implement skills. This is a way in which to help prepare the student for the hospital setting. Enhanced confidence, clinical judgment, knowledge, and competence are factors that come from these situations. I gained further knowledge, but I did not experience the other skills during simulation. During the postpartum-hemorrhage and birthing simulation, I purposefully picked the scenarios that I felt most comfortable with. That entailed being the spouse of the woman in labor, the nursing assistant, and the patient’s family member. When embodying those roles, I felt at ease, because I was not the fixation; I was not the one in charge of the situation. During the preeclampsia simulation, I was “dubbed” the staff nurse. I was definitely out of my comfort zone. I was in the second group, and this allowed me to observe the first group. I learned and made alterations from the first group’s performance. Observing the first group helped, but my performance was poor. I made several mistakes and was embarrassed by the end result. I did not do well with the assessments, answering the patient’s questions appropriately, and when calling the doctor, I was not fully prepared. Despite all the mistakes and feelings of embarrassment, I learned. I am very thankful for the awareness of what things went wrong. With further practice and
Aronson and Colleagues (2013) believes that in most cases new nurses find themselves under prepared to handle complex patient cases when patient illness rapidly deteriorates. The researchers use quasi- experimental studies for the research. The study thus sought to evaluate the preliminary effectiveness of theory based role modelling intervention on enhancing the students competencies in responding to stimulated response to rescue event. The measurement of the performance was enhanced by Heart Failure Simulation Competency Evaluation Tool (HFSCET). According to Aaronson, Glynn, B., and Squires, T., this research was based on a performance which was previously validated by Heart Failure simulation Competency with a pre-test score of 59.08 and a post-test score of 87.08 (2013).